1. 2QTSP1 Additional Educational Needs Workshop w/b 25.01.16

2. Learning Outcomes By the end of the session student teachers will have developed their understanding of:  A range of additional educational needs that they might encounter in the classroom  How these particular needs might affect children’s educational achievement  A range of strategies to support learners with additional educational needs  How to support EAL learners in particular

3. Key Standards: All the standards will be relevant to some extent. The following will be highly relevant: TS1: A teacher must set high expectations which inspire, motivate and challenge pupils TS2: Promote good progress and outcomes TS5: Adapt teaching to respond to the strengths and needs of all pupils

4. Additional Educational Needs Our classrooms are filled with a wide variety of learners who will have a range of different educational needs. What might this variety consist of, e.g. EAL learners, talented learners... ?

5. Some aspects of diversity

6. When we discuss “diversity” and “diverse learners”, we include children from the following groups: SEND Social and emotional needs Behavioural needs EAL Cultural and religious needs Dual/multiple exceptionality Black and Minority Ethnic pupils Gypsy/Roma/Traveller pupils Refugee/asylum seeker pupils Able/gifted pupils Looked after children Young carers Children from non-traditional families Children living in poverty

7. Diversity Placement Think back to your diversity placement and consider the key questions from your reflective learning journal:  How do schools demonstrate that they value diversity?  How do schools personalise learning for children with diverse needs?  How do teachers work with additional adults and / or other agencies to support children’s learning?  How do schools work with parents and the local community? Discuss your experiences

8. Gypsy, Roma and Traveller children Studies confirm that Traveller children: Underachieve from Key Stage 2 onwards Are regularly subjected to racist name calling and bullying Are disproportionately excluded from school A disproportionate number of pupils from gypsy/traveller communities are identified as having SEN. Based on 2013-14 data 56.6% of all pupils achieved 5 A* - C grades at GCSE, including Maths and English. Only 14% of Travellers of Irish heritage achieved this and only and only 8.2% of Gypsy/Roma achieved this (FSR of School Census 2014)

10. One in three people openly admits personal prejudice against Gypsies and Travellers (MORI 2003) Prejudice and overt discrimination are the daily experience of Gypsy and Traveller people (CRE 2005)

11. Children achieving level 4 at end of KS2 DfE (2012) LOOKED AFTER CHILDREN 53% in English 52% in mathematics “THE REST” 81% in English 80% in mathematics

12. BME (Black & Minority Ethnic) Children Black Caribbean and White & Black Caribbean pupils are around 1 ½ times as likely to be identified as having Behavioural, Emotional and Social Difficulties as White British pupils. Why might this be?

13. Children Living in Poverty There were 3.7 million children living in poverty in the UK in 2013-14. That’s 28 per cent of children, or 9 in a classroom of 30. By GCSE, there is a 28 per cent gap between children receiving free school meals and their wealthier peers in terms of the number achieving at least 5 A*-C GCSE grades. Child Poverty Action Group, June 2015

14. In small groups, discuss one group of learners: Gypsy/Roma/ Traveller pupils Refugee/ asylum seekers Looked after children Black and minority ethnic Non-traditional families Children living in poverty Consider: What additional educational needs might these groups of learners have? What barriers to learning might these children have? How can learners be supported to get over these barriers?

15. Learners with English as an Additional Language

16. SOL from w/c 18.01.16 You were asked to watch a video about EAL In groups consider:  Immersion vs bilingualism – have you seen either of these approaches in school?  The importance of visual cues for children with EAL  The importance of understanding a child’s emotional needs & their background  The use of mixed ability groups for children with EAL

17. Children with EAL in English schools (figures from NALDIC) primarySecondary 1997276,200222,800 2007447,650342,140 2013612,160436, 150 Currently one in six children in English primary schools speak English as an additional language.

18. The importance of creating a supportive environment Learning a language is a creative, risk-taking process that inevitably involves making errors. The environment, therefore, should be supportive and stress- free. Learners need encouragement to make meaning in the new language; to feel that others genuinely want to know what they have to say; to feel that they have important knowledge and insights to communicate; and to have recurring experiences of successful communication. A supportive environment also encourages learner independence. Of course, the above conditions do not just apply to EAL learners!!!

19. The context of learning EAL in schools The learning of English for pupils learning EAL takes place as much in science, mathematics, ICT and the foundation subjects or across the areas of learning as it does in English or literacy lessons. It also takes place within the ‘hidden curriculum’, and beyond the school and is affected by attitudes to race and culture in the wider society.

20. Identity Learning an additional language is not, of course, just to do with learning to use different words, phrases and structures. Language is part of a person's sense of identity and closely linked to their personal, academic, social and emotional development. How people feel about the process of becoming bilingual or multilingual is crucial. It is essential that schools show respect for pupils' home and community languages and for the narratives and culture in which the languages are embedded.

21. Pupils Learning EAL Pupils learning EAL share many common characteristics with pupils whose first language is English, and many of their learning needs are similar to those of other children and young people learning in our schools. But these pupils also have distinct and different needs from other pupils by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning.

22. Pupils learning EAL are not a homogeneous group A number of factors will have an impact on the development of pupils' language skills and their ability to apply these skills to their learning across the curriculum: the age at which pupils enter the educational system their previous experience of schooling and literacy in their first language; their knowledge, skills and understanding of languages and the school curriculum; home and community expectations and understanding of the education system; support structures for learning and language development at home and at school

23. Some pupils arrive between the ages of 5 and 16 without literacy or oracy skills in English but with age equivalent skills in literacy, oracy and subject areas in their first languages, and sometimes in other languages as well. Some pupils enter the school system between the ages of 5 and 16 without literacy or oracy skills in English and with limited or no literacy and subject skills in their first language due to disrupted schooling.

24. Some acronyms… BICs - Basic Interpersonal Communication Skills Everyday communication or conversational fluency in a language. It refers to the types of communication associated with routine social interactions. In school settings this is sometimes referred to as 'playground' English. The language that is needed to get through the day in face- to-face situations with teachers, classmates etc.

25. Some acronyms… CALP - Cognitive Academic Language Proficiency The level of language needed to understand de- contextualised academic situations. CALP refers to higher-order language skills that are essential for problem solving inferring, analysing, synthesizing, and predicting. The acquisition of CALP, which is essential for academic success, is a more challenging and lengthy process than the acquisition of BICS. This language is used mainly in: books, assignments, discussions, lectures, etc.

26. The distinctiveness of EAL pedagogy EAL pedagogy is the set of systematic teaching approaches which have evolved from classroom based practices in conjunction with the development of knowledge through theoretical and research perspectives and meets the language and learning needs of EAL pupils in a wide range of different teaching contexts. In the UK, teachers will need to support EAL learners to develop cognitive academic English language proficiency through the mainstream curriculum, through the integration of language and curriculum BICS Basic interpersonal communicatio n skills CALP Cognitive Academic language proficiency

27. The distinctiveness of the EAL learner's task Whatever their age and background, the distinctive nature of the EAL learner's task is to 'catch up' with a moving target by engaging in learning an additional language simultaneously with learning the curriculum content, skills and concepts.

28. KS2KS1KS3KS4FS English language learning required for school attainment Average pupil progression Lower EAL progression Required EAL progression The EAL learner’s task is to ‘catch up’ from a different starting point. If this does not happen by the end of KS1, the task may become increasingly difficult.

29. Research has found that bilingual learners progress through a consistent developmental sequence: 1.Continued use of home language in second language situation – a brief stage 2.Non-verbal period – when they find their home language doesn’t work in the new setting – children need time in this period 3.Use of individual words and phrases in the new language 4.Productive use of second language A teacher should identify which stage the child is at and provide appropriate learning opportunities

30. Cummins Quadrants Useful for preparing tasks for bilingual learners

31. Strategies for monolingual practitioners Through play – guide non-verbally, demonstrate, keep thinking demands high Model English – running commentary Build on children’s responses Choral responses, repeat patterns of language Planned interaction with peers Daily routines – good source of language Songs, rhymes, plenty of repetition Music particularly valuable – simple songs, rhymes, songs in home language – medium for sharing cultures

32. Principles which underpin good practice for pupils learning EAL Although every teaching situation is different, these principles underpin good practice for teaching EAL learners. Activating prior knowledge The provision of a rich contextual background to make input comprehensible Actively encouraging comprehensible output Drawing the learner's attention to the relationship between form and function; making key grammatical elements explicit Developing learner independence

33. EAL learners not only have to learn to talk in English but also to learn through English – strategies to support this dual task: Supportive classroom environment ◦Sit near the front ◦Consider who they will sit with ◦Visual support ◦Access to first language Listening in ◦Listen to peer talk about an activity ◦Collaborative tasks Model language ◦But remember some everyday language can be confusing – pull your socks up Games and practical tasks provide a natural and relaxed context for talk

34. Salem Background information Salem was born in the UK. His family, originally from Pakistan, have lived here for over sixteen years. Other members of the extended family live locally. Salem is the youngest of three children with an older brother and sister. His first language is Urdu and both Urdu and English are spoken at home. His parents said that he started speaking later than his siblings but his Urdu is average for his age. He attended nursery and had two extended trips to Pakistan in the last three years. Salem is now six years and six months old and in Year 1.

35. In small groups, look at the science lesson plan. Highlight strategies in the plan which would support Salem’s learning With a colour pen add further comments, resources etc that you feel could further improve the lesson Imagine a bilingual TA is now available for the lesson. Complete a TA link sheet for Salem’s group.

36. Plenary What would be your 5 key points for supporting learners with EAL in the classroom.